Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 6 |
Since 2006 (last 20 years) | 16 |
Descriptor
Source
Professional Development in… | 16 |
Author
Aas, Marit | 1 |
Bakker, Cok | 1 |
Bengtson, Ed | 1 |
Blaik Hourani, Rida | 1 |
Carlyon, Tracey | 1 |
Catarci, Marco | 1 |
Dadds, Marion | 1 |
Earley, Peter | 1 |
Fiorucci, Massimiliano | 1 |
Geijsel, Femke P. | 1 |
Gemeda, Fekede Tuli | 1 |
More ▼ |
Publication Type
Journal Articles | 16 |
Reports - Research | 14 |
Reports - Evaluative | 2 |
Tests/Questionnaires | 1 |
Education Level
Adult Education | 5 |
Elementary Secondary Education | 4 |
Secondary Education | 4 |
Higher Education | 3 |
Elementary Education | 2 |
Middle Schools | 2 |
Junior High Schools | 1 |
Postsecondary Education | 1 |
Audience
Teachers | 1 |
Location
Netherlands | 2 |
Australia | 1 |
China | 1 |
Ethiopia | 1 |
Georgia | 1 |
New Zealand | 1 |
Norway | 1 |
United Arab Emirates (Abu… | 1 |
United Kingdom | 1 |
United Kingdom (England) | 1 |
United Kingdom (Scotland) | 1 |
More ▼ |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Mesker, Peter; Wassink, Hartger; Bakker, Cok – Professional Development in Education, 2018
This two-year longitudinal study explores how an earlier international teaching experience influences the way six newly qualified teachers perceive their current teaching practice and professional self-understanding during personally significant experiences. The concept of an experiential continuum, a key concept in these findings, suggests that…
Descriptors: Beginning Teachers, Teaching Experience, Longitudinal Studies, Educational Practices
Aas, Marit – Professional Development in Education, 2017
Professional learning and development of school leaders are considered keys to educational change. However, a growing body of research has identified how difficult it is to design professional leadership programmes that make a difference in leaders' professional practice. Drawing on the framework of expansive learning and data from the six-year…
Descriptors: Educational Practices, Educational Change, Principals, Management Development
Schenke, Wouter; van Driel, Jan H.; Geijsel, Femke P.; Volman, Monique L. L. – Professional Development in Education, 2017
A recurrent discussion in the field of education is how to build linkages between educational research and school practice. Cross-professional collaboration between researchers and school practitioners can contribute to the interplay between practice-based research and school development. The aim of our study is to obtain a better understanding of…
Descriptors: Feedback (Response), Correlation, Educational Research, Educational Practices
Ince, Amanda – Professional Development in Education, 2017
This article reports on the recognition and management of risk within the context of an intensive literacy intervention professional development programme, designed to enable expert literacy teachers become teacher-educators. The article suggests a conceptual model for recognising risk within professional learning opportunities and skills for…
Descriptors: Risk Management, Adult Education, Professional Education, Facilitators (Individuals)
Dadds, Marion – Professional Development in Education, 2014
Major educational reform initiatives in England since 1988 have been based on a technicist view of curriculum and teaching which assumes that change can be "delivered" in a linear way from the 'centre' to teachers for implementation in classrooms. "Expertise" in judgement and decision-making is seen to reside outside schools,…
Descriptors: Continuing Education, Expertise, Foreign Countries, Teacher Education
Earley, Peter; Porritt, Vivienne – Professional Development in Education, 2014
This article argues that evaluation of professional development (PD) requires a focus on student learning and an evidential baseline to enable practitioners and school leaders to determine the impact of the PD in which they are engaged. Several models of evaluating PD are briefly considered and it is suggested that most of these enable programme…
Descriptors: Professional Continuing Education, Program Evaluation, Program Effectiveness, Adult Learning
Herro, Danielle; Quigley, Cassie – Professional Development in Education, 2017
This research involves a multi-year study examining the perspectives and classroom practices of 21 middle school mathematics and science teachers, in the southeastern United States, participating in professional development (PD) exploring science, technology, engineering, art and mathematics (STEAM) literacies. This study sought to understand…
Descriptors: Middle School Teachers, Mathematics Teachers, Science Teachers, Teacher Attitudes
Stevenson, Michael; Hedberg, John G.; O'Sullivan, Kerry-Ann; Howe, Cathie – Professional Development in Education, 2016
In contemporary school settings, leaders seeking to support professional development are faced with many challenges. These challenges call for educators who can undertake professional learning that is continuous and adaptive to change. As a term, continuous professional development (CPD) reflects many different forms of professional development in…
Descriptors: Professional Continuing Education, Leadership Role, School Support, Mixed Methods Research
Blaik Hourani, Rida; Stringer, Patricia – Professional Development in Education, 2015
Schools in Abu Dhabi are going through a period of transformation and reform. The Abu Dhabi Education Council commenced a professional development plan for principals to enhance their capabilities to manage and initiate change in light of the reforms. This study was conducted to explore principals' perspectives on professional development…
Descriptors: Faculty Development, Principals, Educational Improvement, Semi Structured Interviews
Zepeda, Sally J.; Parylo, Oksana; Bengtson, Ed – Professional Development in Education, 2014
This qualitative study sought to identify current principal professional development practices in four school systems in Georgia and to examine them by applying the principles of adult learning theory. The cross-case analysis of principal professional development initiatives in four school districts revealed nine common practices: connecting…
Descriptors: Adult Learning, Learning Theories, Qualitative Research, Case Studies
Carlyon, Tracey – Professional Development in Education, 2015
Teacher transition between year levels is common practice in many primary schools in New Zealand; however, it is not always perceived as an opportunity for teachers' continuing professional development (CPD). This article reports on a case study that explored four primary school teachers' experiences of transition between year levels. The teachers…
Descriptors: Professional Continuing Education, Elementary School Teachers, School Culture, Teaching Experience
Gemeda, Fekede Tuli; Fiorucci, Massimiliano; Catarci, Marco – Professional Development in Education, 2014
Across the country of Ethiopia, a centrally planned and prescribed professional development programme was implemented in schools, with the intention of enhancing teachers' knowledge, skills and disposition, thereby improving student learning and achievement. This article explores and describes the lived experiences of teachers involved in…
Descriptors: Foreign Countries, Faculty Development, Secondary School Teachers, Program Descriptions
Torrance, Deirdre – Professional Development in Education, 2015
This article draws from a small-scale study of headteachers motivated to positively impact on the quality of pupil experience by involving all staff in a distributed perspective on leadership. Each headteacher perceived leadership as involving learned processes requiring support and experience, expending considerable effort in providing a fertile…
Descriptors: Leadership Styles, Transformational Leadership, Participative Decision Making, Elementary Education
McKeon, Frankie; Harrison, Jennifer – Professional Development in Education, 2010
This exploratory study draws on the experiences, workplace learning and professional development of five beginning teacher educators in the first three years of their new careers. Examples of their developing pedagogic practices and reasoning and conceptions of their roles and identities as teacher educators in their new settings have been…
Descriptors: Beginning Teachers, Teacher Educators, Educational Practices, Pedagogical Content Knowledge
Zhu, Hong – Professional Development in Education, 2010
This paper describes a study on teacher educators' professional development in the context of national curriculum reform in China. It explains the background of the implementation of the new curriculum of basic education and its impacts on teacher education. Also, it reviews the professional standards of teacher educators in some developed…
Descriptors: Curriculum Development, Educational Change, Foreign Countries, Professional Development
Previous Page | Next Page ยป
Pages: 1 | 2